Conference Session

COED: Skills for Moving from Computing Student to Professional

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Jill Lunn, Florida International University; Veon Brewster, Florida International University

Tagged Divisions

Computers in Education Division (COED)

completed a survey to reflect on theirperformance, using the Marino Interview Assessment Scale (MIAS), and answered questionsabout their preparedness and the system. Later, hiring managers (n = 2) watched the videos of theinteractions and rated the students’ performance using the MIAS. We used Mann-Whitney U teststo compare the students’ ratings to those of the external evaluators. We also utilized descriptivestatistics to analyze the closed-ended questions and thematic analysis for the open-endedresponses. Although there was no significant change in self-assessed performance relative toexternal evaluations in hiring scenarios, we observed the need to help students improve theirintroduction and closing in a job interview. Furthermore, 90% of

Conference Session

Faculty Development Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arun Srinivasa, Texas A&M University; Rujun Gao, Texas A&M University; M Cynthia Hipwell, Texas A&M University; David Seets, Texas A&M University; Andreas Polycarpou, Texas A&M University; Karan Watson, Precise Advanced Technologies and Health Systems for Underserved Populations; Mindy Bergman

. Every team has a commonsense of iterative teaching innovation, which proves the contribution of the incrementalinnovation training as a means for percolating faculty teaching culture change.Two activities are underway: we are tracking how well the different teams are applying theiterative innovation methodology taught in the workshop during the implementation process onthe “RED monthly meetings”; we also plan to release surveys at the end of each semester tofurther measure faculty’s teaching innovation outcome, also from the perspective of the studentlearning outcome, and gather their learning reflections. We will summarize this part of the workin our next academic year.References[1] H. Ali, J. M. Bekki, S. R. Brunhaver, S. S. Jordan, and M

Conference Session

Manufacturing Workforce Development

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marilyn Barger; Sam Ajlani; Phil Centonze

inTable 2 while Table 4 is the entire list of Caucus distilled technician skills. Table 3entries are alphabetically listed however, the 3 sections of lists in Table 4 arearranged to facilitate their visual presentation with no priority in skill listed. The skillslisted reflect the spectra of expectations for technicians involved in Industry 4.0technology integration into manufacturing processes. Those technologies arecollectively resident in technology clusters defined by the Boston Consulting Group(See Figure 1.)An important objective of the Caucus effort was to determine if the identified skillswere already incorporated in the Florida Department of Education maintained A.S.ET degree Framework Standards & Benchmark structure. Each skill in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade Community College; Farzana Rahman, Syracuse University

future research direction can be to follow up with conference attendees toevaluate and assess long-term impacts of the conference materials, resources, and communityconnections on their efforts to pursue, persist, and prevail in computing/EmTech education andcareer.AcknowledgementsThis material is based upon work supported by the National Science Foundation, under GrantNo. 1932662 & 1953431. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] U.S. Department of Labor. Covid-19 Impact, 2020, [Online]. Available: https://www.dol.gov/sites/dolgov/files/OPA/newsreleases/ui-claims/20201453.pdf[2] A

Collection

2005 GSW

Authors

Mirley K. Balasubramanya; George D. Tintera; Alexey Sadovski

based on ameasurement that was not satisfactory. They couldn’t always agree about the depth—some students could ‘see’ the disk after others had declared it to have disappeared. Somestudents also noticed passing clouds affected the measurement. A group discussion laterin the lab showed that they were able to put together how they were able to make theobservation: light from the sun passed through the water, reflected off the disk, passedthrough the water and then into their eye.The students were then challenged to say how they would better make the measurement.They readily identified a more reliable light source as a substitute for the sun and a sensoras a substitute for the eyes. They even sketched a design for a device to use in place ofthe

Collection

2005 GSW

Authors

Jim Farison

only the traditional “lecture” format (with 43 fifty-minute sessions per semester).Nonetheless, it seemed best for the course, both for appeal and pedagogy, to have a non-trivial“imaging systems” component as well as the “image processing” component.The textbook selected for the course was Digital Image Processing (Second Edition), 2002, byRafael C. Gonzalez and Richard E. Woods, published by Prentice Hall. It has a number of desirablefeatures, with good on-line help. While it has less directly on imaging systems than desired for thiscourse, it does have quite a strong first chapter that reflects actual imaging applications by theirspectral range of operation. The course was formed around the following textbook chapter outlineand order: 1

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 2: Let's Get Thinking Computationally

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaina Katherine Mabie; Monica McGill, CSEdResearch.org; Brenda Huerta, Bradley University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, interviews, journals, and reflections with theirperceptions of the robot kits both before and after the integration. The results indicated that”...exploring with and using the robot kits, and activities, helped the teachers build theirconfidence and knowledge to introduce young students to computational thinking. The studyidentified that teacher professional development (PD) needs to focus explicitly on how to teachdevelopmentally appropriate robotics based STEM activities that further promote computationalconcepts, practices, and perspectives.” [33, p. 1]In another study focused on integrating CS with robotics, Sullivan and Bers integrated KIWIrobotics kits into a preschool through second-grade curriculum [34]. PreK-2 students (n=60)participated in

Conference Session

Technical Session 12 - Paper 4: Supporting lecturers by building community, promoting agency, and increasing leadership opportunities

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Pauline Khan, University of Michigan; Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan; Heidi M Sherick, University of Michigan

Tagged Topics

CoNECD Paper Sessions, Diversity

, ProfessionalDevelopment, and Community building.Teaching includes Consultations, seminars, grants.Professional Development and Community building includes orientation,career milestone support, mentoring, career coaching, Engineering Educationseminars, small group workshops, Collaborations initiated by the Director, andmonthly lecturer gatherings.You may ask what the differences are between advising, mentoring, andcoaching. There are certainly overlaps during these engagements, but ingeneral, an advisor is someone who gives someone a recommendation aboutwhat should be done. A mentor is a trusted counselor or guide.Coaching provides an opportunity for goal setting and reflective discussionsabout behaviors and approaches that may impact the lecturer’s long

Collection

2022 ASEE - North Central Section Conference

Authors

Cyrus K Hagigat, The University of Toledo

efficient technique, and also provides more detailedinformation. Figure 13 is a finite element model of a beam supported by elastic springs usingNASTRAN/PATRAN. In the model of figure 12, the properties reflect the properties used inexamples 1 and 2.The section properties used for the beam of the model of figure 13 is shown in figure 12. Thedimensions shown in figure 12 are in inches. The area moment of inertia for the principle axis ifthe I-beam of figure 12 calculated by PATRAN 21.41 in4. Figure 12: section properties of the I-beam of the model of figure 13 © American Society for Engineering Education, 2022 Page 11 of 16Figure 13: Finite

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

. Introduction The vast majority of STEM education research, until very recently, has been framedwithin the norms of a culture developed by and for cisgender, able-bodied, heterosexual, upper-middle-class white men. The authentic experiences of individuals of color; members of theLGBTQIA+ community; people with mobility, visual, auditory, or neurological diversity; fromlower socioeconomic backgrounds; or combinations of these are not reflected in the vastmajority of research. When such studies do exist, many primarily focus on performanceoutcomes, often with deficit framing, and with little or no attention to issues of intersectionality. So what happens when your lived experience or research area is one that has not beenstudied or is only

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Madison Jeffrey, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, UM, Center for Academic Innovation

Tagged Topics

Diversity, Works In Progress

swayed by characteristics andperceptions of students, instructors must approach the practice with a complete understanding ofwhat those ratings reflect. Establishing best practices for peer assessment in how it is conducted,determining the subject matter, and how it is reviewed is integral to the growth of small learningpractices and its positive impacts on the student experience.References[1] M. Donia, T. O’Neill, & S. Brutus. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. In Learning and Individual Differences, 61, 87-98.[2] C. Brooks & J. Ammons. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer

Collection

ASEE Middle Atlantic 2022 Fall Conference

Authors

Kayode D Dunkel Vance, Howard University, USRA NAMS Student R&D Program; Nadir Yilmaz, Howard University

. Figure 1. Flight PathThe path of the aircraft between two points under the current assumption is then modeled by thevector equation: |𝑟2 | − |𝑟1 | 𝑟 = (|𝑟1 | + 𝜃) ∗ ⟨cos 𝜃, sin 𝜃⟩ 𝜃𝑟The assumption that the change in altitude between two points is reflected in the radial rate ofchange of the path results in: |𝑟2 | − |𝑟1 | |𝑟 | ′ = 𝜃𝑟 The length of the modeled path can then be found as

Collection

2023 ASEE North Central Section Conference

Authors

Seyed Mohammad Seyed Ardakani, Ohio Northern University; Grace Hattery, Ohio Northern University

Phillips [2] investigated the benefits of having hands-on experiments in theirstatics class. They incorporated three experiments into the class covering the topics of particleequilibrium, truss structures, and static friction. Students were given a handout for eachexperiment, consisting of several questions that helped students think through and follow aprocess in order to solve a problem by drawing free body diagrams (FBD). The handout alsooffered a section where students could reflect on their results, and make a conclusion on whatthey did incorrectly. They compared average homework, exam problems, and overall examgrades for semesters that included the lab exercises versus semesters that did not. They foundthat the homework and exam problem

Conference Session

Engineering Technology Capstone Projects

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeunghwan Choi, Central Washington University; Charles Pringle, Central Washington University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

involves elements of Project Management, which arereviewed during the quarter. The culmination of the quarter involves the completion of a ProjectProposal by each student, which is reviewed by their academic advisors. Winter quarter (SP II) iswhen the students focus on manufacturing the parts which were analyzed and documented fromthe previous quarter. Along with additional purchased parts, students are required to produce aworking device by the end of the quarter. During this period their project proposals, renamed asproject reports, are continuously updated to reflect new observations, analyses, and revisionswhich come about during the manufacturing process. Finally, during Spring quarter (SP III) thestudents perform various tests on their

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Student

member expanding on the pre-workshop materials, then attendees shared theirperspectives in discussion groups while SDEI members served as moderators and note-takers.This paper provides a model for other student groups of the planning, structure, content, andoutcomes of an Unlearning Series. Responses from participant surveys conducted at the close ofthe summer and group reflections amongst SDEI committee leaders are also presented. Thisfeedback has been translated into lessons learned presented at the conclusion of this paper.IntroductionIntegrating diversity, equity, and inclusion (DEI) topics in university coursework intended toprepare future planners, designers, and builders has proven to be a challenge. Faculty membersin these fields base

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

Tagged Topics

Diversity, NSF Grantees Poster Session

investment in this area is essential. Without this investmentthe academy’s stated commitment to broadening participation in engineering rings hollow.Funding AcknowledgementThis research is sponsored by the National Science Foundation (NSF) Alliances for GraduateEducation and the Professoriate (AGEP; award numbers: 1821298, 1821019, 1821052, and1821008). Any opinions, findings, conclusions, or recommendations are those of only theauthors and do not necessarily reflect the views of the NSF.ReferencesChakraverty, D. (2020). The imposter phenomenon among black doctoral and postdoctoral scholars in STEM. International Journal of Doctoral Studies, 15, 433-460. https://doi.org/10.28945/4613Griffin, K. A. (2019). Redoubling our efforts: How

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

citationpractices belie a more complex system of relationships. Historically, they have established powerrelationships among authors, ideas, and larger sociotechnical systems within the university[26].Our citations reflect our reading practices while establishing field boundaries and contours andultimately funneling into the larger economy of the university. They undergird this universityeconomy in a number of ways: (a) we form communities of practice/discourse communities inhow we cite, excluding and including particular ways of knowing; (b) we give particular ideaspower and visibility in how we cite; (c) we decide whose work matters, who should be tenuredand promoted, who belongs; and (d) we teach ethics and intellectual property through citations.These

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay Phillip Jefferson, Florida International University; Alexandra Coso Strong, Florida International University; Trina L. Fletcher, Florida International University; Jade R. Moten, Florida International University

Tagged Topics

Diversity, NSF Grantees Poster Session

the author(s) and do not necessarily reflect theviews of the National Science Foundation.References[1] I. A. Toldson, I, “Why historically black colleges and universities are successful with graduating black baccalaureate students who subsequently earn doctorates in STEM (editor’s commentary),” J. Negro Educ., vol. 87, no. 2, pp. 95–98, 2018.[2] R. Winkle-Wagner and D. L. McCoy, “Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU,” Race Ethn. Educ., vol. 21, no. 5, pp. 593-606, 2018.[3] R. T. Palmer, R. J. Davis, and T. Thompson, “Theory meets practice: HBCU initiatives that promote academic success among African Americans

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sherri Youssef, The Ohio State University; Patrick James Herak, The Ohio State University; J. Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University

Tagged Divisions

First-Year Programs

the problem in this manner, they tend to quickly formulate solutions to this well-defined problem [12] and ultimately commit Type III Errors.Wholistic mastery of engineering problem framing skills is vital to engineering students such thatthey can apply them to scenarios with poorly defined problems as practicing engineers. Soleexposure to well-defined problems in engineering courses leads students to develop untenablehabits such as little reflection on what could be done or the scenario as a whole and subsequentlack of proactive behavior to find the information needed [13]. While these students may be ableto solve well-defined problems upon graduation, they may be unable to do such when the problemis in a realistic context as design problems

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

researchers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2016753. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors would also like to thank the participants for their insights and theadvisory board members Cynthia Finelli and James Pembridge for mentorship in guiding thisstudy.References[1] E.A. Walker, J.M. Pettit, and G.A. Hawkins, Goals of Engineering Educaiton: Final Report of the Goals Committee, in Engineering Education 1968. p. 367-446.[2] E. de Graaff, “Ten years in engineering education research: looking back ahead,” Taylor & Francis

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. American c Society for Engineering Education, 2021 Identifying Signature Pedagogies in a Multi-Disciplinary Engineering ProgramAbstractThis work-in-progress is part of a larger research and evaluation project designed to realignprogram goals with teaching and learning practices in a large, multi-disciplinary engineeringscience program at a research-oriented Canadian university. The ultimate goal of this work is todefine and develop a set of key teaching and learning practices that reflect program goals andfuture directions. Drawing from Shulman’s work on signature pedagogies, which are defined asthe modes of teaching and learning that are unique to a particular discipline or

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adithya Jayakumar, Ohio State University; Lisa Abrams, Ohio State University; Lucille Sheppard, Ohio State University; Shadia Siliman, Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

manner, andencouraging faculty to use the document. The intent of the workshop was not to dictate to facultywhat exactly to do in their respective classrooms but rather to spur discussion and encourageself-reflection on class structure, logistics, and teaching philosophy.After introducing the concept of inclusive teaching through an interactive dialogue, the benefitsof an inclusive classroom were discussed. Following this, demographic information comparingthe percentage of women and URMs in the department to the COE as a whole was included.Whether or not the specific department had higher or lower than average female/URM studentenrollment, the importance of creating a welcoming climate in the department, and the role itplays in attracting and

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak

Tagged Topics

Diversity

Tagged Divisions

Student

counterparts are controlled for socioeconomic status, education, and access [2],[3]. In the U.S., the federal Racial and Ethnic Health Disparities Initiative documented HD in the following areas: infant mortality, cancer screening and management, diabetes, HIV/AIDS, and adult and child vaccinations [4]. Using vision health as an example, this is reflected in U.S. Latinx populations (Mexican-Americans) who have a prevalence of diabetic retinopathy that is 2to 2.5 times greater than other U.S. population groups (Caucasian population), despitediabetic retinopathy arising as a complication of diabetes that can be managed anddelayed with timely intervention [5], [6]. Furthermore, age is a known risk factor forprimary open angle glaucoma

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dick Apronti, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

discipline. These scores were generated from theclose-ended questions requiring students to choose from a scale of 1 to 5. A snapshot of somesummaries of the quantitative assessments using the 5-point rating is presented in Table 1.Table 1: SET assessment on a 5-point scale Parameter Average Standard Score Deviation Found ways to help students answer their questions 2.38 0.99 Helped students to interpret subject matter from diverse perspectives 2.00 0.94 (e.g., different cultures, religions, genders, political views) Encouraged students to reflect on and evaluate what they

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristine Rivera, Center for Research and Education in Advanced Transportation Engineering Systems; Ayman Ali; Yusuf Mehta P.E., Rowan University; Shivani D Patel, New Jersey Department of Transportation

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the concluding session rank the students andthe student groups are presented with cash awards reflective of their ranking.Graduation, Awards, and Final Remarks Session The NSTI program ends with a graduation ceremony and closing remarks meeting. In this meeting,Dr. Yusuf Mehta, CREATES’ Director, concludes the program by providing the students and ceremonyattendees with final remarks on the program’s success and lessons learned. It is also an opportunity forstudents to discuss their experience with the program administrators and their parents.LONG-TERM IMPACT ON CAREER CHOICES OF COHORTSOutreach Findings To evaluate the extent to which the goals of the program were achieved, parents of NSTI programgraduates were contacted by

Conference Session

Manufacturing Division Session - Virtual and Augmented Reality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jose Diaz; Curtrell Trott; Fatahillah Iskandar; Ju Wang, Virginia State University; Zhenhua Wu, Virginia State University

Tagged Divisions

Manufacturing

this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Reference[1] Chandramouli, M., & Jin, G., & Heffron, J. D., & Fidan, I., & Cossette, M., & Welsch, C. A., &Merrell, W. (2018, June), Virtual Reality Education Modules for Digital ManufacturingInstruction, Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah.10.18260/1-2—31225[2] El-Mounayri, H. (2005, June), Virtual Manufacturing Laboratory for Training andEducation, Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15154[3] Yingxue Yao, Jianguang Li, Changqing Liu, A Virtual Machining Based Training System ForNumerically Controlled Machining

Conference Session

Computational Tools & Analysis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Pringle PE P.E., Central Washington University; Craig Johnson P.E., Central Washington University; Jeunghwan Choi, Central Washington University

Tagged Divisions

Materials

pounds is eight out of ten. The class averagecontinues to be lower than eight per Figure 2. This indicates the levers were not failing above 30pounds and they were also heavier than necessary. If the students were achieving the specifiedtolerance, the success scores would be nine or higher.ABET Outcome 3a was met but not improved. The student outcome is improved because thescores went up per the assessment. However, the T-test reveals the scores were not significantlydifferent. In fact, there is a 95% chance they were the same.The difference between Lab 6a and 6b labs was not obvious. It was unclear if this was due tolack of understanding in applying FEA or if their assumed failure mode was not reflected in theirchosen orientation properties

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University

Tagged Topics

NSF Grantees Poster Session

Applications” innext phase of the project.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1935646. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] G. Giffi, P. Wellener, B. Dollar, H. Ashton Manolian, L. Monck, and C. Moutray, “Deloitte and The Manufacturing Institute skills gap and future of work study,” 2018.[2] S. A. Ambrose, M. Lovett, M. W. Bridges, M. DiPietro, and M. K. Norman, How learning works : seven research-based principles for smart teaching. San Francisco: US: Jossey- Bass, 2010.[3] S. A. Ambrose and L

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Doug Reeve P.Eng., University of Toronto; Andrea Chan, University of Toronto; Milan Maljkovic, University of Toronto; Dimpho Radebe, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

conditions and more restrictedmobility than their white, male, Canadian educated counterparts.23, 24 Her study providesimportant evidence to support the claim that engineers’ career mobility and workingconditions reflect existing socio-political disparities in the province.Our literature review highlights three critical dimensions of engineering career pathresearch. First, administrative decisions do not reflect the full range of human experience.In more concrete terms, we cannot assume that engineers’ lived realities will conform tothe dual track model proposed by human resource managers. Second, not all career pathsare made equal. It behooves us, as critical engineering education researchers, to examinethe full range of mobility patterns, working

Conference Session

Advances in Materials Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anuja Kamat, Wentworth Institute of Technology; Hadi Kazemiroodsari, Wentworth Institute of Technology

Tagged Divisions

Materials

Total =Reflections This was an elective course which did not have a set curriculum yet and was run as atrial. We got to experiment a little with the course presentation. The authors were trying tobase this module on the Montessori method of education. The Montessori method is based onthe principle of auto education. When a proper prepared environment is built, the eager mindteaches itself. The learning happens through play, and the result is that the child learns in away that cannot be forgotten at the end of the semester. This method was developed by Dr.Maria Montessori to teach preschool age children and is a popular method of education inyounger children. Recently there has been some use of this method in EngineeringEducation[2